Feb 07 2011

Feb. 14 – 18, 2011

Posted by lmi7science in life science

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Monday, Feb. 14, 2011

Lincoln’s Birthday: School Holiday

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Tuesday/Wednesday, Feb. 16/17, 2011

Notebook check 21-33

Grade Check sent home

Test Section 6: Mammals

Check part 3 of the Animal Project

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Thursday/Friday Feb. 18/19

Animal Project Presentations (50 points)

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Next week: Begin Chapter 11 Structure and Function of Invertebrates, pages 405 – 447

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Feb 03 2011

In the classroom: Feb. 7-11, 2011

Posted by lmi7science in homework, life science, projects

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Monday: Feb 7, 2011

  • Part one of the Animal Project is due. It should include the following: common name, binomial name, classification, physical description.

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Classwork/Homework:

  • Part two of the Animal Project is due: Biome/ecosystem/habitat—label and one or two sentence description; Diet of your animal. Due: Feb 10/11, 2011.

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Tuesday/Wednesday: Feb 8/9, 2011

Classwork:

  • Read with Cornell notes: textbook pages 486-494 (5 items); Notebook 33. Do in class as a class project: Read Aloud/Around

  1. Key Concepts

  2. Key terms (vocabulary)

  3. Reading checkpoints

  4. Assessment questions (end of the section)

  5. Red-blue headings (notes)

Any extra time: Work on Animal Project

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Homework:

  • Notebook page 32: Create a montage of the following: Carnivores, marine mammals, rodents, rabbit/hares, insect eaters, flying mammals, toothless mammals, hoofed mammals, and primates. Use any source you want. Due Feb. 15/16, 2011.Continue with part 2 of the Animal Project

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Thursday/Friday Feb. 10/11, 2011

Guest Teacher: Work on animal project in class.

Turn in part 2 of Animal Project

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Homework:

  • Part 3 of Animal Project: Points-of-interest, fossils, relationship to man. Due: Feb. 14, 2011

  • Continue working on overall project. Don’t forget about the sculpture.

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Next time: Feb. 14 – Feb. 18, 2011.

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Nov 29 2009

Posted by lmi7science in life science

SIOP Lesson: LMI-MUSD

Teacher  Thorne Grade  7th Date  10/03/09

Subject Area: Life Science

Unit/Topic: Chapter 10, Section 3 – The Characteristics of Seed Plants
Content Standard: 7.5.a  Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism.

Content Objective: SWBAT

Identify the characteristics that seeds plants share.

Explain how seeds become new plants.

 Language Objective:

SWBAT

  • Use correct terms when describing the interior of a seed
  • Quick write/quick draw about xylem/phloem
  • Participate in choral reading
  • Take notes (Cornell)
  • Record observations of plant seed
  • Compare a seedless plant to a plant with seeds (Venn diagram).
Key vocabulary phloem, xylem, pollen, seed, embryo, cotyledon, germination

 Materials: Standards Warm-up page 375 (textbook)—hand lens, dried kidney beans, lima beans or black beans; dried yellow or green peas; shelled peanuts;

Other: VSS handout; 10-fold vocabulary sheet; RNTG; drawing paper (page 377: Drawing – alternative assessment)

Big Idea

What should students know and be able to do to demonstrate mastery of this concept/standard?

TSWBAT articulate the differences between seedless plants (vascular and nonvascular) and plants with seeds. TSWBAT to demonstrate (orally/written/drawing) how seeds transform into plants.
Assessment and Performance Levels

SWBAT make flowcharts showing the movement of food, water, and nutrients through a vascular plant.

SQP2RS: Chapter 10, Section 3

Online quiz—Chapter 10, Section 3

Venn diagram comparing seedless and plants with seeds.

 Accommodations for Special Needs Students:
Prerequisite Learning (links to previous learning and prior knowledge): Knowledge of bryophytes (vascular and nonvascular seedless plants). Reference to plants growing from seeds in the classroom.

SIOP Features

Preparation Integration of Processes Scaffolding Application Grouping Options Assessment
__Adaptation of content __ Reading __ Modeling __ Hands-on __Whole class __Individual
__ Links to background __Writing __Guided Practice __Meaningful __Small groups __Group
__Links to past learning __Speaking __Independent Practice __Linked to objectives __Partners __Written
__Strategies Incorporated __Listening __Comprehensible input __Promotes engagement __Independent __Oral

Lesson Sequence

Direct Instruction (Modeling, interactive, sharing):

Bell Ringer: If plants cannot move, how do they disperse their seeds?

Inside a seed:

1. Each trio/quartet of students will receive a hand-lens and two different types of seeds that have been soaked in water.

2. Carefully observe the outside of each seed. Draw what you see.

3. Gently remove the covering of each seed. Carefully separate the structures. Use a hand lens to examine them. Draw what you see.

4. Create two questions about the structures you observed in each seed.
Guided Learning (whole class, teams, partners, independent):

Whole class: Choral Reading: Chapter 10, Section 3 — by table groups. Split up by the headings/sub-headings.

Teams (3-6): VSS

Partners (2)SQP2RS
Independent Practice (meaningful, linked to standard):

RNTG
Feedback / Intervention:

Reflections:

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